ASSESSING THE PERCEPTION OF POSTGRADUATE MEDICAL SUPERVISORS ABOUT EDUCATIONAL AND ACADEMIC LEADERSHIP.

摘要

Objectives: The aim of this study was to document the perception of postgraduatemedical supervisors about the importance of effective educational/ academic leadership inpromoting educational progress. Place and Duration of Study: Army Medical College andpublic sector medical institutes from May 2017 to November 2017. Study Design: DescriptiveCross-sectional. Subject and Methods: Open ended questionnaire data was collected fromthe 32 medical supervisors of postgraduate courses from both basic and clinical disciplinesinducted in the study by convenient purposive sampling after taking informed written consent.The approval of the ethical committee constituted at Army Medical College, was officiallytaken. The supervisors were purposely divided into two groups. Group A (n=11) consistedof senior supervisors of more than five years of experience of supervision out of which 6 werefrom basic medical sciences and 5 were from clinical medicine. Group B (n=21) consisted offresh supervisors out of which 6 were from basic medical sciences and 15 were from clinicalmedicine. It comprises of two phases First phase (survey questionnaire) spanned from May2017 to November 2017. Second phase in process comprises of selective interviews of thesupervisors. Qualitative thematic analysis of all the questions was done while one question wasanalyzed by quantitative analysis. Results: Experienced supervisors thought strong academicknowledge as key quality with good communication skills and continuous motivation for theleaders. They expressed that ineffective leadership can hamper the learning progress anddemotivate the trainers. According to fresh supervisors academic training of trainees alongwith collaboration with other members is a milestone to be achieved and ineffective leadershipresults in many malpractices. None of the participants thought themselves as aggressive butclaimed as assertive, supportive and very adaptive. They considered maintaining healthyrelationship with students helps in constructive feedback. Conclusion: Strong academicknowledge with good communication skills and continuous motivation for the leaders wasidentified as a pivotal component for imparting quality education in the institution. Ineffectiveleadership was identified to result in hampering the learning process, demotivating trainersand malpractices. Maintenance of healthy relationship between trainer and student helped inconstructive feedback.